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  • ZUG2055 – Intervention strategies for childhood challenges

ZUG2055 - Intervention strategies for childhood challenges

Undergraduate – Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

School

Faculty of Social and Health Sciences

Offered

South Africa

  • Second Semester 2020 (Day)

15 Credits

Synopsis

This module covers best practice intervention models in child and youth care, while equipping the student with knowledge of general counselling techniques. The student will learn how to develop intervention plans based on assessment. The child and youth care worker influences the therapeutic milieu of the child and family and also needs an understanding of the influence of the societal context. This module covers best practice intervention models in child and youth care, while equipping the student with knowledge of general counselling techniques.

Outcomes

  • Provide an overview of intervention approaches used in child and youth care
  • Differentiate between the various therapeutic milieus
  • Explain causes of contextual social problems
  • Apply examples of best practice models to child and youth care case studies
  • Explain models used for meeting the needs of young people
  • Describe various counselling techniques that can be utilised with young people
  • Identify processes for measuring therapeutic change in young people

Assessment

Within semester/Formative assessment: 70%
Examination/Summative assessment: 30%

Workload requirements

Minimum total expected workload to achieve the learning outcomes for this module is 150 hours per semester typically comprising a mixture of scheduled learning activities and independent study. Independent study may include associated readings, assessment and preparation for scheduled activities. The module requires on average three/four hours of scheduled activities per week. Scheduled activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Prohibitions

None

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